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The Impact of Teacher Education and Experience on Curriculum and Pedagogy to Sustain Linguistic Diversity and Accessibility

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dc.contributor.advisor Fernald, Theodore B.
dc.contributor.author Asplundh, Marley
dc.date.accessioned 2019-09-02T19:01:11Z
dc.date.available 2019-09-02T19:01:11Z
dc.date.issued 2019
dc.identifier.uri http://hdl.handle.net/10066/21766
dc.description.abstract This thesis investigates how teachers in American schools are informed by their own education and experience when teaching students with linguistic varieties different from their own. In order to investigate this, I observed a middle school math teacher who graduated from Bryn Mawr College with a teaching certificate. Her practices are made accessible to students from different linguistic backgrounds by creating a shared classroom vocabulary that provides tools for self- advocacy and behavioral mediation. This creates a community of vulnerability, empowerment, dialogue, and reflection. These themes are traceable in this teacher’s education and practice and support her students’ engagement with math.
dc.description.sponsorship Tri-College (Bryn Mawr, Haverford, and Swarthmore Colleges). Department of Linguistics
dc.language.iso eng
dc.rights.uri http://creativecommons.org/licenses/by-nc/4.0/
dc.subject.lcsh Language and languages -- Variation -- Social aspects
dc.subject.lcsh Critical pedagogy -- United States
dc.title The Impact of Teacher Education and Experience on Curriculum and Pedagogy to Sustain Linguistic Diversity and Accessibility
dc.type Thesis
dc.rights.access Tri-College users only


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http://creativecommons.org/licenses/by-nc/4.0/ Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc/4.0/

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